TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
DEAN’S RECOMMENDATION
PROGRAM/UNIT REVIEWED: APPRENTICESHIP
Self Study Committee Chair(s):
Michael Holmes
Division: Technical Sciences
Year of Review: 2013-14
Date Submitted to PURC: November 17, 2014
Dean’s findings of strengths and weaknesses of the program/unit:
The Apprenticeship self-study displays a poor description of current conditions, and no analysis within the body of the
document that would justify the recommendations made in the self-study summary. I will attempt to support these
recommendations with brief analyses below.
The self-study superficially examines the relationship between the apprenticeship programs and the overall economy of
the region and its impacts on enrollment. Nor does it describe the unique funding characteristics and the impact to the
programs caused by static funding levels. The self-study leaves entire sections blank, particularly in the Resources section,
and simply describes current conditions where strategic recommendations are requested. The author did not even attempt
to submit findings and strategies under Assessment, Demographics, Student Status, and Student Success.
It is unfortunate that the self-study does not reflect the overall strength of the apprenticeship programs and their critical
role in TMCC’s mission. For example, the apprenticeship programs enjoy exceptionally high student retention rates due to
their highly selective admission process and capacity based directly on the availability of employment directly tied to the
training program. Conversely, only a minimal number of students complete an apprenticeship degree since completion of
a Journey-level card is the primary credential required for career-level employment in the building trades. Anecdotal
evidence suggests that the handful of apprentices who completed a degree during study period did so only because they
found themselves unemployed in the economic downturn. With the anticipated recovery and possible boom in
construction, it is not unreasonable to believe that graduation rates will decline. Recognizing the reality that the industryrecognized Journey card is unconditionally the goal of all apprentices, and it is achieved with successful completion of
apprenticeship classes only, AAS degrees and Certificates of Achievement will never provide an adequate measurement
of student completion. The newly established Skills Certificates are a direct response to this type of training and
establishing a Skills Certificate for each individual apprenticeship program will significantly improve completion rates.
Revisions of the Apprenticeship Certificate of Achievement and AAS degree may also encourage apprentices to graduate
with the traditional college credentials. The revisions may include recognition of embedded human relations and
mathematics instruction within the technical training.
TMCC established a formal partnership with apprenticeship programs more than two decades ago. It is similar to
relationships established across the country and recognizes that apprenticeship programs provide quality, post-secondary
training with multiple layers of oversight that is driven directly by workforce demands. Each apprenticeship program and
their curriculum must be approved by the U.S. Department of Labor’s Bureau of Apprenticeship Training, the Nevada
Labor Commission’s State Apprenticeship Council, and Joint Apprenticeship Training Councils required by statute for
every individual program. The courses are also approved through TMCC’s curriculum process and are required to comply
with all policies governing regular TMCC courses including assessment, student evaluations, instructor observations, etc.
Unlike traditional courses, however, delivery of the training is managed exclusively by the partnering apprenticeship
program. TMCC reviews instructor qualifications, but does not directly employ the instructors or apprenticeship
coordinators. As a result, the apprenticeship coordinators are not as familiar as other faculty with traditional faculty
Dean’s Recommendation
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activities such as course and program assessment. This has led to inadequate completion of assessment reports from
multiple programs. The transition to Peoplesoft also placed a greater burden on the coordinators as student applications,
and other recordkeeping could no longer be handled through an internal college office to assist the apprenticeship
programs. The coordinators became responsible for these processes on behalf of their students. The college must make
additional efforts to help the coordinators understand the processes and their purposes. The college should also explore
options to directly hire the apprenticeship coordinators
Funding for apprenticeship is unique among the instructional areas. Because the apprenticeship programs are independent,
their primary source of funding is not drawn from college resources. The apprenticeship programs bear the full cost of
instruction, including facilities, equipment, supplies, personnel, and all student fees from their membership dues. In
return, the college reimburses each apprenticeship program an amount that is equivalent to the student fees paid, plus $10
per student per credit. This fee structure has been in place for nearly two decades and has not been adjusted for inflation or
other factors. TMCC’s As a result, the relationship with the college becomes less attractive to the apprenticeship
coordinators as we increase their workload while the reimbursement rate remains stagnant.
Summary action recommended for program/unit: Continue
Recommendations for development strategies and anticipated time lines:
Based on the conditions described above, the Apprenticeship Program should explore options that will improve
graduation rates, including establishment of Skills Certificates for each apprenticeship program, and embedded Math, and
Human Relations in the Certificate of Achievement and AAS, with additional embedding of Science where possible in the
AAS degree.
Review the reimbursement policy and either increase the reimbursement to reflect increased expenses absorbed by the
apprenticeships, or work with Human Resources and Finance and Administration to explore the potential of hiring
apprenticeship coordinators as TMCC instructors. If feasible, direct employment of apprenticeship instructors alleviates
some expenses for the apprenticeship programs, builds stronger relationships between instructors and the college, and
resolves issues related to PeopleSoft access, and overcomes financial aid obstacles. Direct employment, however, may not
be possible because of contractual obligations the coordinators have with the apprenticeship programs themselves.
Alternately, the other colleges in Nevada that have similar agreements with apprenticeship programs, CSN and WNC,
utilize different formulae to calculate reimbursement that are more generous than TMCC’s formula. Coordinators have
considered the possibility of ending their relationship with TMCC in favor of a more generous agreement with another
college. With the construction cycle on an upward climb, loss of apprenticeship would result in a significant loss of
potential FTE and the accompanying WSCH in the next several years. I recommend doubling the reimbursement rate to
acknowledge the increased cost of instruction and illustrate the value we place on the apprenticeship training model.
With increased compensation, however, comes additional responsibility. I recommend modifications to the Memorandum
of Understanding with apprenticeship programs to require compliance with college requests--such as assessment reports,
curriculum reviews, student evaluations, mandatory training, etc.—before reimbursements will be dispersed.
Currently, credits generated in apprenticeship programs fulfill requirements for apprenticeship certificates and degrees.
The training, however, is frequently equivalent to training in traditional college programs, such as Welding,
Manufacturing, and HVAC/R. I recommend modifying compatible degree pathways to create a seamless transition for
students with applicable apprenticeship credits to increase options for students who may wish to advance to supervisory or
management positions.
Dean’s Recommendation
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Identify resources necessary for implementation of recommended development strategies:
All expenditures for the apprenticeship programs are directly tied to enrollment levels. While it is impossible to predict
exactly how much enrollment will grow or decline in coming years, we are confident that the robust economic recovery in
northern Nevada should result in substantial growth. Assuming a conservative 30% growth rate during the Tesla
construction cycle, and calculating 8% increases in student fees, budget projections appear below:
Budgets
Apprenticeship
FTE
Proposed: Fees + $20 per student/credit
Current: Fees + $10 per student/credit
Increase
2016-17
Budget
93.67
$176,657.88
$161,527.88
$15,130.00
2017-18
Budget
128.67
$270,400.00
$249,600.00
$20,800.00
2018-19
Budget
176.33
$370,370.00
$341,880.00
$28,490.00
Describe impact of recommended development strategies on School planning:
Beyond the budget increases, the only other impacts that may occur will be on faculty in other programs who will make
modifications to their certificates and degrees to accept equivalent credits generated by apprenticeship programs. Ultimately,
these changes may result in small increases in student FTE if building trades workers with apprenticeship credits decide to
pursue additional college training.
Describe impact of recommended development strategies on program/unit faculty:
Based on the unique nature of the apprenticeship model, no impact is anticipated for the program/unit faculty. Increased
reimbursement rates will aid the programs to maintain the teaching facilities and instructional equipment. Some may
Dean
Signature
Date
Jim New
Dean’s Recommendation
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